Association for Behavior Analysis International

For many years authority figures in the science of behaviour analysis have attempted to place a spotlight on the conspicuous factors that have acted as impediments to the dissemination and utility of the strategies and interventions drawn from basic and applied science findings in this field. A number of these impediments have been empirically investigated and some have been described in relation to a misrepresentation of the science to the general public. Ongoing research shows that these impediments continue to present a significant challenge to researchers and practitioners specifically in the application of behaviour change procedures to those with developmental and intellectual disabilities. More importantly, ongoing impediments to dissemination and implementation of effective practices may prevent numerous individuals who may truly benefit from science-based behavioural methods to improve in many areas of their lives. This presentation addresses why behaviour analysis may still be considered a generic science and provides an analytical framework of science communication to bridge the gap between behaviour analysis findings and the public including education, health and social care sectors as well as stakeholders themselves. It will be argued that one of the most important elements of such a framework should ensure that a diversity of perspectives about the applications of behaviour analysis held by different groups are considered when solutions to the dissemination of behaviour analytic strategies are pursued.

Students of Behaviour Analysis, practitioners in the field of Behaviour Analysis, professionals interested in behavior change, researchers within the field of developmental disabilities and behavior change.

This symposium will look at the potential for improving societal problems using applied behavior analysis across the globe. First, the two papers examine contextual and cultural concerns that should be pertinent to behavior analysts. Secondly, how do we use our technology and ethical values to improve society? Finally, both papers will review how our ethics code should influence this work. The first paper (Smilak & Putnam, under review) examines the colonization of African nations from a Skinnerian perspective and its impact on the current functioning of African populations. Next, a brief review of the research will be presented. Finally, suggestions will be outlined for behavior analysts interested in international dissemination, specifically looking at the role of participatory community development in alleviating colonial relations between these regions. The second paper will use a multi-tiered data-based decision-making framework to address community issues using applied behavior analytic principles. This type of framework has been used extensively in schools. A brief review of the literature will be presented of its use in community settings. Finally, suggestions will be outlined for behavior analysts interested in using this framework in addressing social problems.

Knowledge of cultural applied behavior analysis, multitiered system of support organizational behavior management

The multi-tiered framework is derived from behavior analytic theory. It is employed as a system-wide intervention system to effectively remediate behavioral, academic, and organizational problems on a large scale. With the advent of legislative reform in federal education policy in 1997, schools were required to ensure a continuance of evidence-based practices (EBP), firmly grounded on the principles of applied behavior analysis, to remediate school-related issues (Horner & Sugai, 2015). With this come challenges, such as employing a systematic framework that could adapt to each unique school culture. However, after 20 years of research and development, most schools today utilize MTSS, mainly because it aligns EBP standards with respect to each unique school environment (Hollenback, 2007). Similarly, public policy implementation has recently entered the same predicament with the advent of the Evidence-Based Policy Act of 2018 (Kane, 2019). Public policy implementation is now grappling with the conundrum of finding a universal fit for contextually diverse populations (Oliver et al., 2014). This paper describes the implication of the Evidence-Based Policy Act of 2018 on public policy implementation, the current need for universal applications of EPB, and how the multi-tiered framework can address these standards while simultaneously adapting to diverse community circles that are inherent in policy implementation.

The Early Learner Curriculum Achievement Record (ELCAR; Greer, Speckman, Dudek, Cahill, Weber, Du, & Longano, 2020) is a comprehensive criterion-referenced assessment and curriculum used to determine the presence or absence of repertoires and response classes across self-management, verbal foundations, listener, speaker, academic, and physical (fine/gross motor) domains, allowing for development of an individualized curriculum. The ELCAR also includes screenings for preferences/reinforcers, observing responses, verbal operants, and instructional readiness. Screenings can be used to guide instructional practices, determine when and if protocols to induce early learner cusps and capabilities are needed, whether cusps/capabilities have been acquired, and to measure progress and learning. Early foundational protocols have been found to condition: three-dimensional and/or two-dimensional stimuli, faces, and voices, resulting in increases in observing responses, instructional readiness repertoires, and newly learned operants. The ELCAR provides a means for an ongoing assessment of all repertoires, cusps, and capabilities. As the child continues to learn and acquire new reinforcers, teachers may also need to adjust and analyze the curricular objectives, method of instructional delivery, and graphic displays to provide the most effective and efficient instruction for each student. A curriculum analysis, which consists of a series of questions, can be conducted if the instructional programs being presented are aligned with what the child needs and are appropriate for that child.

Basic

This presentation will provide an overview of the elaborated account of metacontingency with the primary focus on ways this perspective offers points of entry to alter contextual factors influencing cultural practices. The elaborated account of culturo-behavior analytic concepts of metacontingency and macrocontingency will be discussed in the context of value-based approach toward the analysis of cultural change. Moreover, the role of cultural milieu as a mediating factor in this interaction will be highlighted. The discussion of cultural phenomena also acknowledges the behaviors of verbally sophisticated consumers interacting with the many aggregate products of cultural entities as well as the verbal contexts within which members of organized groups operate. The presentation will also highlight the recent experimental and conceptual analyses associated with the role of context in the selection of cooperation and resilience.

General

It is the responsibility of every ABA supervisor to provide efficacious supervision to current and prospective certificants (BACB, 2014). The ABA Supervision Handbook offers a systematic method for assessing and training professional behavior analysts to acquire clinical competency. Additionally, it allows for the identification of supervisees’ skills and needs, helps to structure the supervision experience, operationalizes the practice of supervision, provides competency-based measures, and helps fulfill the supervisor's duty to develop ethical decision-making systems. As a result, organizations will benefit from improved supervisory practices and competent staff.

Prerequisite include BCBA practicing for 1+ years with completion of 8-hour Supervision Course.

Risk management planning is essential to identifying potential problems before they occur that can have a negative impact on your clinical programs and/or business. Risks can include those impacting billing and collections, finance, the health and safety of staff and participants, clinical outcomes, and the reputation of your organization. This session will discuss important procedures that are vital for an organization to develop a risk management program. This panel of experts will include leaders from adult day programs, residential programs, and pediatric autism service providers who will review case studies that help identify key components of risk identification, analysis and intervention. Strategies, procedures and data collection tools will be reviewed that can help inform stakeholders of potential risks to your organization.

Autism Provider Leadership

This international panel will describe how a group of colleagues maintained and strengthened relationships, sustained mental health, and perpetuated optimism via scheduled zoom meetings during the pandemic. The panel will describe the specific strategies used, including the use of behavior analytic themed assignments, the discussion of empowering stories (incorporating the inclusion of current events), the establishment of systems supports, and the sharing of the individual impacts of the pandemic. Regular meetings were structured around affirming principles and positive supports related to the pandemic, with meetings scheduled to best accommodate the timetables of those participating. Among the assignments were discussions of seminal presentations and personally relevant articles that each participant felt were meaningful in shaping their careers, including stories of how important factors and/or mentors impacted lives and practices. Participants discussed how they coped with the of challenges posed by the restrictive isolation, significant and stressful changes in working conditions, as well as new requirements that dramatically altered the practice of behavior analysis during the Covid-19 crisis. The importance of collaborative self-care and relationship maintenance will be emphasized, along with the focus on the other ethical requirements related to one’s responsibility as a general professional, practitioner, supervisor, researcher, colleague etc.

All behavior analysts particularly those who provide or will be providing supervision.

The use of functional analysis and function-based interventions are considered best practice when treating challenging behavior exhibited by individuals with developmental disabilities. We have arranged a panel of top researchers, all of whom have experience conducting and evaluating different functional analysis methods. The panelists will discuss the evolution of these practices over time and provide commentary on future directions in this area of research. In addition, the panelists will frame the advancement of assessment and treatment in the historical context of these practices. Issues such as ethics and social validity will be discussed along with more recent considerations such as trauma-informed care and pragmatism. The panelists will also highlight research foundations and practical advancements in treating challenging behavior. Multiple perspectives on the treatment of challenging behavior will be presented including research and practice guidelines from various sources. The panel intends to provide a lively discussion that will motivate interests of clinicians and researchers to consider assessment and treatment procedures in light of a growing and changing field.

Audience should be interested in learning about functional analysis that includes both current practices and future directions.

Implicit testing within behavior analysis has been a rather radical development over the past 15 years. Much of the early work was theoretically informed by Relational Frame Theory and progressed using a mixture of top-down and hypothetico-deductive approaches. Many test features and behavioral quantification methods were borrowed directly from the eponymous Implicit Association Test, and involved questionable social cognitive stimulus presentation and scoring methods. The Function Acquisition Speed Test (FAST), in contrast, was designed from the ground up in a painstaking research programme intended to expunge all mentalism from implicit testing, draw on well understood behavioral phenomena such as resistance to change, and use learning rates, rather than response time measures as a key dependent measure. It aims to enhance stimulus control in implicit testing, and clarify behavioral process. The FAST has uses in the analysis of stimulus relatedness in both social research and education settings, and might be used as a proxy for social attitudes, if attitudes are understood fully in functional terms. This talk will outline the behavior-analytic development of the FAST method for quantifying the relatedness of stimuli and “class strength,” and illustrate how the method can be used in a variety of novel social research contexts.

Postgraduate students and early career researchers

This symposium includes one empirical evaluation and two review papers that explore real-world applications of the behavioral science of language among diverse populations. First, Goodwyn, DeBar, Kisamore, Reeve, and Deshais will present a two-part study assessing blocking and overshadowing during the acquisition of compound auditory stimuli with typically developing adults. Next, Rasuratnam and Zonneveld will present a literature review examining the current status of the literature as it pertains to behavioral interventions (e.g., contingency management, systematic prompt fading) for the treatment of selective mutism. Finally, Vance, Kisamore, Bartasheva, Schnell, and Reeve will present a literature review of strategies to teach speaker and listener gestures to individuals with autism spectrum disorder. In doing so, the authors will propose a novel definition of gestures that is consistent with Skinner’s analysis of verbal behavior. The results of each will be discussed within the context of limitations and implications for future research and clinical applications.

Behavior Analysts

Blocking and overshadowing may have implications on the development of stimulus control when teaching language, specifically intraverbals. Blocking and overshadowing were assessed during acquisition of compound auditory stimuli with typically developing adults across two studies. Study one evaluated whether trained components blocked stimulus control of untrained components and whether component length (i.e., 1-syllable, 5-syllable) affected the development of overshadowing. During the blocking evaluation, participants responded more accurately to trained components than untrained components, suggesting blocking occurred. During the overshadowing evaluation, participants responded more accurately to 1-syllable compared to 5-syllable components, suggesting overshadowing occurred. Study two evaluated whether component position (i.e., first, second) affected the development of overshadowing and whether history (i.e., prior-exposure components) with components blocked stimulus control of untrained components. During Study two, participants responded accurately to components depending on their position within the compound, but no consistent patterns were observed. In addition, some participants responded more accurately to prior-exposure components while others responded more accurately to untrained components. Overall, both studies demonstrated the development of restricted stimulus control while training intraverbals. Implications on how different component variables impact the development of blocking and overshadowing are discussed along with areas of future research.

Although gestures are essential in effective verbal behavior, they have received little attention in behavior-analytic research; specifically in interventions targeting acquisition of gestures by individuals with autism spectrum disorder. One likely reason for this is that there does not appear to be a clear behavior analytic conceptualization of gestures that is consistent with a behavior analytic account. To address this limitation, we propose a definition of gestures that is consistent with the science of behavior analysis. Using Skinner’s conceptual paradigm of verbal behavior, we also propose a definition of gestures as forms of non-vocal verbal behavior that are effective in (a) altering the behavior of and reinforced through the mediation of the listener, (b) culturally determined and indispensable for effective communication in a given verbal community, and (c) that can perform some of the same functions as vocal verbal operants (i.e., can serve as tacts, mands, intraverbals, and autoclitics). We further distinguish between speaker and listener gestures. Using these proposed definitions, we present an overview of research on teaching speaker and listener gestures to individuals with ASD with an emphasis on the methods used to teach these skills, procedures used to program for an assess generalization and maintenance, and strategies for assessing social validity of these interventions. We also suggest areas for future research.

We have initiated, replicated, and extended a programmatic line of behavior-analytic research to establish early pivotal social skills (e.g., visual regard, eye contact, vocalizations, echoics, joint attention, and social referencing). The first presenter will share results on the use of shaping technology to establish direct line of sight (i.e., visual regard) among three young children with autism spectrum disorder (ASD). The second presenter will describe the behavioral indicators of at-risk infants, overview the infant eye contact research, and the application of a synchronized reinforcement procedures to establish eye contact with typically developing infants and infants at-risk of autism spectrum disorder (ASD). The third presenter will discuss the applications of a brief ABA-based parent treatment model for promoting early infant vocalizations and emerging echoic responses using contingent reinforcement in both single and dual-language speaking families. The fourth presenter will examine the acquisition of joint attention and social referencing repertoires via an operant-learning paradigm among infants and young children at-risk of ASD and Fragile X syndrome. The discussant will comment on these ongoing behavior-analytic programs of research on early social skills, highlight methodological challenges for basic and applied research, and suggest future directions and implications of this research.

It is recommended that audience members will at minimum have: (1) completed a Bachelor's Degree in Applied Behavior Analysis, Psychology, Speech and Language Pathology, Occupational Therapy, Special Education, or another relevant social science focusing on applications to neurotypical and neurodiverse infants and children, OR (2) currently work and practice in the field of Applied Behavior Analysis, Psychology, Speech and Language Pathology, Occupational Therapy, Special Education, or another field with applications to neurotypical and neurodiverse infants and children.

The purpose of the study was to demonstrate the application of shaping technology to establish direct line of sight, “visual regard,” of others and objects as a propaedeutic participant in the non-linear development of attending/observational cusps. The participants were three boys classified with autism with ages ranging between three and five years old. All three learners attended an ABA-based special needs school for children with autism. A multiple probe design across participants was used to document the impact efficacy of the procedure, which consisted of several systematically applied steps, with some variations, per learner. Visual regard was observed in different settings and at different times to determine maintenance and generalization of the skill.

Deficits in social engagement are among the main developmental problems observed among children with autism spectrum disorders (ASD) Joint attention and social referencing skills are critical for the development of more complex communication and social interactions (Pelaez & Monlux, 2018) . The use of behavioral techniques and brief parent-infant or teacher-child engagement training has shown to be successful in promoting these social skills. We have explored different operant methodologies to teach joint attention and social referencing with particular attention to the contingent consequences maintaining the early learning of these skills (Monlux, et al., 2019). The current presentation reviews and extends previously published procedures for the training of joint attention and social referencing modeled after Pelaez and colleagues’ (2012) operant learning paradigm. Two different applications of the protocol are described, one in the natural environment using caregivers as therapists for children at risk of developing ASD and another using teachers and children with ASD in a classroom setting.

Visual schedules (e.g., picture activity books) have been widely used to teach individuals with autism how to independently engage in activities. However, few demonstrations exist involving visual schedules in treatment of challenging behavior, and to our knowledge, no examples exist in involving visual schedules in function-based reduction of challenging behavior. In this study researchers combined functional communication training (FCT) with visual activity schedules to reduce challenging behavior for two individuals with autism. For one participant, researchers used a visual schedule combined with FCT to address social-negatively maintained challenging behavior and, furthermore, trained his caregiver to also implement the intervention. For another participant, researchers conducted FCT to reduce social-positive maintained challenging behavior and used a picture activity schedule during tolerance training for periods when the functional communication response (FCR) was not available. For both participants, researchers found challenging behavior was reduced and acquisition of an FCR occurred at high levels.

We face many societal challenges that require a group level response. Education and insight alone do not motivate behaviour change for individuals to support the group. Integrating techniques from Behaviour Analysis and Behavioural Economics has a lot to offer in terms of enhancing motivation towards behaviour for societal good. Behavioural Economics tells us that messages framed in terms of losses are more motivationally impactful than the equivalent messages framed in terms of gains. Adherence to guidelines that would be beneficial at the individual level (e.g., medication adherence) or societal level (e.g., climate change) can be low when people perceive the messaging as coercive, irrelevant or unfair resulting in counterproductive resistance. This is a common response to warning messages framed in terms of potential risks and costs. Fortunately, a wide range of evidence-based behavioural techniques are specifically designed to reduce counterproductive resistance. These techniques are designed to help individuals clarify their own motivators for behavioural change; and to teach psychological skills that can motivationally enhance messages. The current talk will provide insight into how to adopt behaviour analytic principles to support the development of more effective messaging to motivate effective behaviour change that will support individuals and groups.

Academics and practitioners interested in effective messaging to change behavior at individual or group levels.

This interactive symposium will provide an opportunity for the audience to explore peer-reviewed research that supports the implementation of self-monitoring systems to develop a variety of skills. A discussion of self-monitoring procedures incorporating a "match/accountability” component will be presented, with specific focus on the Self & Match System, a user-friendly, easy to implement, empirically-supported system. The Self & Match System has been used internationally. Self and Match can be incorporated into individualized behavior systems, class-wide, and school-wide management procedures as a part of SWPBIS and has been successfully implemented in a variety of settings. Next, a discussion of the development and implementation of self-monitoring as a tier 1, tier 2, and tier 3 intervention within the schools will be explored, and also explore how self-monitoring with an accountability check can be an effective tool in teacher professional development implementation. Additionally, a review of a modified Self and Match, developed as part of The Framework for Learning Implementation & Professional Development (FLIPD) to support classroom based implementation of PBIS practices will be presented. Together, we will unpack the Who, What, When, Why, Where and How of effective self-management interventions in the schools.

Participants will engage in active learning to increase their knowledge of implementing self-monitoring tools within the educational setting. Symposium attendees will learn about the evidence-based benefits of self-monitoring interventions, learn about self-monitoring as a tier 1, tier 2, and tier 3 intervention within the schools, and also explore how self-monitoring with an accountability check can be an effective tool in teacher professional development. This workshop is designed for behavior analysts, consultants, school psychologists, autism specialists, special educators, teachers, administrators, parents, and/or others who support individuals from pre-K to 21 in school settings. Great workshop for individuals and/or teams!

By systematically teaching individuals how to engage in more pro-social behaviors they are able to better access their learning, their communities, and develop stronger relationships with family, friends, and colleagues -ultimately leading to a better quality of life. The National Autism Centers’ National Standards Project, The National Clearinghouse on Autism Evidence and Practice, Vanderbilt University’s Peabody College: IRIS Center and the University of South Florida’s Center for Evidence-Based Practice: Young Children with Challenging Behavior have all identified evidenced based-treatments; one of which is self-monitoring. This symposium will explore peer-reviewed research that supports the implementation and development of self-monitoring systems to increase academic, behavioral, and social skills in a variety of settings for groups and individuals of various ages and developmental abilities. A detailed discussion of self-monitoring procedures incorporating a ”match” component will be presented, including information on the Self & Match System, a user-friendly, easy to implement, empirically-supported system.

One of many benefits of self-management/self-monitoring interventions is that evidence supports these tools being implemented as Tier 1 through 3 interventions in the educational setting. This presentation will take a deep-dive visual walk through the steps employed throughout the first 18 months of the virtual development and in-person implementation of a school-wide self-monitoring procedure incorporating The Self and Match System. This presentation will guide the audience through the process of: 1) Relationship development with stakeholders and learning of current school-wide values, systems and tools. 2) Understanding of current practices and school culture to ensure continued implementation of successful practices; 3) Systematic planning to ensure integrity and validity of implementation of self-monitoring interventions,; 4) Development and enhancement of school-wide expectations to align with PBIS team’s visions; 5) Data-based decision making in initial implementation and progress monitoring; 6) Building capacity of on-site staff and systematic fading of consultative support; 7) Ongoing consideration of long-term scaling-up opportunities, coaching around tier 3 implementation of the intervention. Practical tips & tools to scale-up school-wide self-monitoring interventions & research supporting its implementation will be discussed.

Past research has shown that individuals with autism and other diagnoses could benefit from ABA intervention. Although ABA services are often provided in the individual’s home, individuals with profound autism and other diagnoses might require more than traditional in-home ABA intervention. Profound autism is a relatively new term not yet adopted by most clinicians and researchers nor defined by diagnostic manuals or tools; however, it is a term that is being used to describe individuals with autism who require 24-hour support throughout their lives. The current presentation includes three participants with various referral concerns, such as, self-injurious behavior, property destruction, aggression, and encopresis. Prior to starting treatment, an intensive case management team collaborated with other professionals to address barriers to access ABA treatment (e.g., housing, transportation, legal matters, and access to other health professionals). These results highlight the importance of intensive case management as a vessel to address environmental and ecological barriers for ABA treatment.

Intermediate. Participants should have prior experience with experimental analysis of behavior and conducting functional analysis assessments.

In this currently presentation, a 20-year-old participant diagnosed with Encopresis, Autism, and five other diagnoses received 10 hours per week of in-home ABA treatment. However, the treatment was not successful for three main reasons: first, treatment goals were focused on following instructions and communication only. Second, the home environment did not support ABA treatment, and third, the participant was not legally conserved and refused treatment on the daily basis. A different clinical team conducted a functional behavior assessment which identify the legal, housing, medical needs of the participant. The clinical team spent three months addressing these needs prior to the re-initiation of ABA treatment in a group home setting. The result showed that ABA treatment is successful in addressing chronic encopresis only when issues relating to legal, housing, and medical needs were addressed.

Individualized assessment and treatment is a hallmark of applied behavior analysis. In this presentation, we conducted functional analyses (Iwata et al., 1994/1982) of severe problem behavior displayed by two participants with profound autism. Few more subsequent analyses were added to guide focused in-clinic ABA treatments for these participants. However, other factors such as transportation had prohibited in-clinic ABA treatments. Additional functional analyses were conducted with the participant in the family's car. The result showed that in-clinic ABA treatment was necessary to decrease severe problem behaviors. Furthermore, the result of the functional analyses in the car allowed the clinical team to address problem behaviors prior and post in-clinic ABA treatment, and generalized the effect of the treatment across settings.

Documenting treatment outcomes in health care professions has become increasingly critical to both patients and stakeholders (e.g., third-party payors). With an everchanging landscape, a shortage of qualified practitioners, and varying viewspoints, we are in danger of having our practice defined for us. Specifically, practitioners must demonstrate that their treatments are effective and weigh adverse effects to outcomes. Practitioners and stakeholders, such as third-party payors, agree that accountability is important, but the challenge lies in agreeing how to achieve this. Over the past year, there have been meaningful progressions in tackling this topic for our field. Most recently BHCOE released their ABA Outcomes Framework and ICHOM released their ASD Standard Set. This panel will discuss the development, methodology and implementation of these two approaches to measuring ABA/(ASD?) treatment outcomes and provide practical considerations about integrating these resources into daily behavioral practice.

this presentation targets clinicians and practitioners working with individuals with ASD and looking to aggregate big data to determine impact at the individual and systems level

Automatically reinforced behavior presents substantial challenges to clinicians when developing behavioral interventions. This presentation will examine that questions of how, when, and whether automatically reinforced behavior should be treated. Self-injury is problem behavior that is sometimes maintained by automatic reinforcement and can pose the risk of significant and, in some cases, life threatening harm. On the other hand, stereotypy is nearly always automatically maintained but rarely leads to injury. Ethical considerations for clinicians will be discussed and the risks and benefits of both treating and not treating self-injury and stereotypy be explored. Some applied research on evaluating and treating stereotypic behavior will be reviewed with a focus on effective interventions for building core adaptive living and social skills.

Applied Behavior Analysts

This presentation provides insight into the recent movement in opposition of Applied Behavior Analysis treatment, especially for individuals with autism and related disorders and their caregivers. Common arguments that oppose Applied Behavior Analysis service delivery, including the assertion that Applied Behavior Analysis is abusive to its recipients, are presented (Leaf et al., 2021). Examples of ineffective responses to concerns about Applied Behavior Analysis, which are often delivered by behavior-analytic professionals (e.g., Registered Behavior Technicians®, Board Certified Behavior Analysts®), are evaluated according to their functions. Additionally, examples of effective, functional responses to common concerns about Applied Behavior Analysis are presented along with important considerations to respond effectively. The implications of non-exemplar responses to concerns about Applied Behavior Analysis (e.g., poor public perception) are presented with regard for the future, macro-level social validity of behavior-analytic practice. Finally, critical strategies in practice, including strategies related to consent and assent, are discussed to improve the perception of Applied Behavior Analysis, especially from consumers of behavior-analytic services and their caregivers.

Recent developments in the application and philosophy of behavior analysis have emphasized compassionate care (LeBlanc, Taylor, & Marchese, 2020; Rohrer et al., 2021; Taylor, LeBlanc, & Nosik, 2019; ). The implications of such a service delivery have broader implications for not only client outcome, but also with respect to public perception and criticism. In light of these criticisms of behavior analytic practices in clinical treatment, the purpose of this presentation is to review shortcomings in the traditional delivery of behavior analytic services and to identify future directions for our science to pursue. We begin with a discussion of ableism and provide arguments as to how to avoid implementing ableist programs or language into behavior analytic plans. From there, a review will be provided of recent advancements in compassionate behavior analysis to emphasize important developments in our science. We will then conclude with a broader discussion about why making some of these changes needs to be a priority for both the application and training of future behavior analysts.

When developing interventions for children with autism spectrum disorders, skill transference to the natural environment is a key component to ensure continued success. Parent training interventions are a key process in transferring learned skills to a child's natural environment. The current symposium explores four applied parent training studies across a variety of topics. Presentation 1 describes findings of a general-case parent training study for infants at risk for autism spectrum disorder via telehealth. Two concurrent multiple baseline designs were implemented to assess parent teaching accuracy and child performance accuracy. Presentation 2 describes the results of a telehealth program designed to train parents to implement their child’s behaviour-analytic sleep intervention. A concurrent multiple baseline design was used to evaluate whether parents could accurately implement their child’s behavior-analytic sleep intervention. Presentation 3 describes the results of a brief, telehealth Picture Exchange Communication System (PECS®; Bondy & Frost, 1994) parent training. A multi-baseline design across behaviors was used to explore the impact of the training on parents’ PECS teaching accuracy. Presentation 4 describes a telehealth/in-person hybrid training model teaching parents to implement PECS with their children. A repeated measures design was used to evaluate parent PECS implementation accuracy at five different time points.

The attendees must have completed or be in completion of a master's degree in or related to the field of applied behaviour analysis.

Many children with autism spectrum disorder (ASD) experience sleep problems (e.g., delayed sleep onset, frequent night wakings). Research supports parent-implemented, behaviour-analytic sleep interventions to address sleep problems in children with ASD (e.g., Jin et al., 2013; Linnehan et al., 2021). However, more research is needed to determine how accurately parents implement behavioural sleep interventions and the effectiveness of parent training delivered via telehealth. The current study used a concurrent multiple baseline across participants design to evaluate parents’ ability to implement their child’s behavior-analytic sleep intervention. Child sleep-related outcomes were also monitored. Four parents and their children with ASD participated. The parent training program included behavior skills training and nighttime coaching. Secure text chat software (VSee Messenger) was used to provide nightly coaching. D-Link® sound and motion detection cameras were placed in each child’s bedroom to enable data collection on parent behavior (i.e., treatment fidelity) and child behavior (i.e., sleep onset delay, sleep-interfering behaviour, total sleep duration). Parent treatment fidelity increased for all participants. Preliminary analyses of child outcomes indicate that total sleep duration increased for the majority of participants; however, sleep onset delay and occurrences of sleep-interfering behaviours remained variable. Implications for practice will be discussed.

The Picture Exchange Communication System (PECS®; Bondy & Frost, 1994) is an augmentative and alternative communication system designed to teach functional communication. Research indicates that PECS is an evidence-based communication approach for children and youth with autism spectrum disorder (ASD). Despite substantial PECS research, little is known about how to train natural mediators such as parents, to teach and support their child’s PECS use. Without parental involvement, system abandonment is likely; reducing the opportunity for socially valid child communication outcomes. This study explored the results of a brief (i.e., two week) telehealth PECS parent training involving group didactic training (i.e., PECS Level 1 Training) and individual behavioral skills training (BST) sessions. Six parents of children with ASD participated. A multi-baseline design across behaviors was used to explore the impact of BST on parents’ PECS teaching accuracy for Phases 1, 2, 3a, and 3b. Results indicate that all parents’ PECS teaching accuracy improved, and outcomes generally maintained at follow-up. Overall, results indicate that a relatively brief telehealth training, using BST, may enhance parent PECS teaching skills. An analysis of common errors, phase accuracy, and rate of mastery will be presented. Limitations, future research directions, and clinical implications will be shared.

Targeting change in proximal dependent measures is necessary but insufficient for the greater goal of promoting successful outcomes for people with disabilities. Arguably, distal variables including autonomy and self-determination should also be aims for behavior analysts who provide supports for people with disabilities. From a behavior analytic perspective, self-determination can be operationally defined as responses related to choice, self-control, and self-management. Thus, by using these measurable responses, behavior analysts can develop services for persons with disabilities to teach self-determination skills. This symposium will explore these concepts and illustrate how behavior analysts can align behavior-change objectives, like mand training and skill acquisition, with essential outcomes such as autonomy and self-determination. Presenters will discuss their single-case design data on proximal dependent measures in the context of autonomy and self-determination and the discussant will elaborate on these concepts and this direction for researchers and practitioners.

Intermediate. Should have basic understanding of behavior principles and familiarity with behavior interventions and supports.

Choice is an essential element for one’s autonomy. In this investigation, we conducted a mand modality preference assessment with three individuals who have Rett syndrome. Three females, ages 4-21, who were non-vocal and who had motor impairments consistent with Rett syndrome participated. Prior to this investigation, we taught all three female participants to use both low- and high-tech augmentative alternative communication (AAC). Then we assessed whether each demonstrated a preference for one or the other communication modality. During the mand modality preference assessment, both low-tech and high-tech AAC systems were presented simultaneously and the coach instructed the participant to “tell me what you want to do.” Sessions were comprised of five trials each. The AAC system the participant used to request a preferred activity was recorded during each of the five trials. At least five sessions were conducted with each participant. Results indicated that all three participants chose the high-tech modality to the near exclusion of the low-tech modality in the training setting (in the family home). We will discuss results in the context of autonomous communication and considerations for future directions for research and instructional support.

The treatment of escape-maintained interfering behavior is important given it interferes with crucial skill development that impacts an individual with disabilities’ long-term autonomy. Although there are many evidence-based treatments available, many of them have limitations when used in applied settings (Geiger, et al. 2010). One limitation is the use of extinction, which may be difficult to implement. In these situations, there are competing reinforcement schedules available for different responses—or concurrent operants. Interventions using concurrent operants have a developing literature base supporting their use in applied settings (e.g., Davis et al. 2018). However, these studies have often used progressive schedules of reinforcement. The current study evaluated the utility of random schedules of reinforcement within concurrent operant treatments in applied settings for children with developmental disabilities who displayed interfering behavior maintained by negative reinforcement. Treatments involved either two concurrent operants (interfering behavior and task completion) or three concurrent operants (interfering behavior, break requests, and task completion). For two participants, treatment that included break requests was more effective and for two, both were equally effective. The results suggest random schedules within concurrent operants treatment may be an effective alternative that increases task engagement and reduces interfering behavior without use of extinction.  

Across subgroups of individuals with disabilities, studies on preference have shown that choice presentations result in more robust identification of preference than single-item presentations. As we transition our research to other subgroups and target behaviors, demonstrations of how to best assess preference is warranted. In this presentation, we discuss one approach for evaluating the preferences, across academic tasks, of an 8-year-old boy with learning disabilities who displayed frustration and task disengagement when instructed to read. The goal of this evaluation was to identify the conditions under which this child’s choices shifted; that is, how and what choices were made, as well as why those choices were selected. A three-phase analysis was conducted within a combination multielement and reversal design. Phase 1 evaluated the effects of contingent positive reinforcement. Phase 2 evaluated the combined effects of positive reinforcement and instructional strategies. Phase 3 evaluated the preference for the arrangement of academic strategies. Results showed that task engagement shifted towards reading with contingent positive reinforcement, frustration reduced with instructional strategies, and the combination of positive reinforcement and instructional strategies was most preferred. However, choices for the academic strategy arrangement were variable, suggesting that preferences for academic behavior may be highly individualistic.

Meaningful skill development is expected to be a central goal for behavior analysts working with individuals with diverse abilities and challenges. Yet, for the most part, behavior analysts have little, if any, training in how to actually do this. This symposium will focus on ways to identify meaningful skills across domains and populations (i.e., ASD, ID, ABI). This includes the presentation of the results of a treatment package designed to teach practitioners and students of behavior analysis how to write meaningful goals to improve outcomes in adulthood; a sample of the current state of sex education, including what skills are being taught and in what settings; the results of a comprehensive set of interviews with safety experts to better identify priorities instructional priorities; and finally, the role of ABA in reducing bullying in school settings.Throughout the symposium, the themes of social validity and meaningful curriculum will be highlighted. Recommendations for future research will be provided.

Intermediate - This presentation is intended for behavior analysts and related professionals with experience and/or interest in programming and intervention in support of improved outcomes for adults with ASD and ID.

While the field of applied behavior analysis is in a position to affect meaningful change in the outcomes of clients on the autism spectrum, it is currently coming short of doing so. This presentation will provide a brief overview of currently available tools that may be used to guide the development of skill acquisition goals and curricula and a discussion on why these tools alone are insufficient. Initial data will be presented from a treatment package aimed at guiding the goal writing of practitioners and students of behavior analysis to help increase the inclusion of goals that are meaningful, socially valid, and highly individualized in order to positively impact the trajectory of a client with autism.

Sexuality is an important part of all education and comprehensive sex education is especially important for individuals on the autism spectrum. This presentation will provide a sample of the current state of sex education by reviewing survey results from questions regarding how often sex education is taught in both school and Applied Behaviour Analysis (ABA) settings, what types of sex education goals are targeted, and from what curricula these goals are drawn. The second part of this study analyzed data provided by educators and behaviour analysts, for inclusion of sex ed goals in teaching plans for students with autism spectrum disorders (ASD). Finally, existing curricula for sex education for persons with autism are analyzed and reviewed for representation of comprehensive domains. Recommendations for clinicians, researchers, and families are included.

Behavior Skills Training (BST) is an efficacious training methodology that has been used to teach a variety of skills from safety skills (e.g., Johnson et al., 2013) to interviewing skills (e.g., Stocco et al., 2017) to animal training (e.g., Lewon et al., 2019). The current symposium shares applications of BST to teach meaningful skills to caregivers and professionals across several settings and contexts. The first presentation (Wahdain et al.) will detail a study that evaluated the effects using of BST via telehealth to teach six caregivers of children with autism spectrum disorder (ASD) to implement discrete trial training. The second presentation (Sweetman et al.) will describe an application of BST to teach safety intervention skills, found to contribute to staff-related injuries, to twelve staff members working at a school for children with ASD. Finally, the third presentation (Cervantes et al.) will describe an application of BST to train four staff members working in a residential facility for individuals with high behavioral support needs; staff members were taught how to correctly select and implement behavioral interventions. The current symposium provides further evidence of the effectiveness and generality of BST.

Intermediate – Given that this symposium will cover effective methods for training caregivers to implement skills and procedures, attendees should have mastered the skills and procedures themselves prior to training others.

To maximize the efficacy of behavioral interventions for consumers of clinical behavior analytic services, the interventions must be implemented with a decent degree of procedural fidelity (Fryling et al., 2012). Numerous studies have demonstrated that behavioral skills training (BST) is an effective method for training staff and caregivers to implement such interventions (Maffei-Almodovar & Sturmey, 2018). However, what is less certain is whether trained caregivers can also select the correct intervention to implement under the correct circumstances (e.g., Van Camp et al., 2008). For example, should attention be delivered or withheld after the occurrence of a specific behavior? The present study was conducted at a residential facility for individuals with high behavioral support needs. The procedures evaluated the effects of BST on four direct support professionals' correct selection and implementation of indicated interventions via a multiple baseline design. Skills were assessed using varied role-play scenarios. BST effectively increased correct selection and implementation to a mastery level for three participants and increased correct responding above baseline levels for a fourth participant.

The rapid transition from in-person instruction to virtual classrooms and the abrupt pivot to working remotely has resulted in challenges for provider agencies, teachers, students, and families and communities all around the world. The unique language, learning, and behavioral characteristics of individuals with autism has taken these challenges to a whole new level. This panel will outline best practices in the elements of effective instruction in remote and hybrid environments. The role of employer and community partners will be described. Specifically, creating balance between corporate entities and non-profit provider agencies. The collaboration between and across agencies was critical in developing safety protocols, curriculum and training that impacted internal and external stakeholder groups. Panelists will share strategies that helped their agencies cope with pandemic fatigue, physical illness and loss in the workplace. Lessons learned about being more efficient and productive will be highlighted in the context of planning for the future health of our communities, our organizations, our staff, families and the people we serve.

Basic

Hospital visits can be challenging for some autistic patients due to unmet communication, sensory, and behavioral needs. We launched three studies to analyze the healthcare experiences of autistic individuals and to the efficacy of a new hospital-wide intervention for autistic patients. First, a Delphi study involving three rounds of survey was conducted to identify components of an Autism Friendly healthcare practice according to autistic individuals, family members, and professionals in the field. Themes that emerged from highly ranked survey items include environmental/operational modifications and autism-focused staff training. Following the Delphi study, we conducted focus groups with seven autistic youth to gather in-depth qualitative details of their healthcare experiences. Findings aligned with the initial Delphi study, whereby the type and level of specific support that autistic patients need vary across individuals. To provide individualized support, our program launched a behavioral support service for autistic patients during medical encounters. We are in the process of conducting single subject research across participants using a multiple baseline design to evaluate the efficacy of evidence-based behavioral interventions to decrease challenging behaviors and increase compliance during medical appointments. Findings will inform the barriers and facilitators to implementation of behavior analytic interventions in an applied medical setting.

Behavior analysts, medical providers/medical staff, practitioners

One of the most complicated and worrisome issues facing families and service providers of individuals with autism is securing long-term living opportunities. While it’s difficult to determine the exact numbers of individuals nationally and internationally that will need some form of residential services each year, based on the prevalence of autism (1 in 54), we can predict the number will be in the tens of thousands. Developing strategies for assuring the quality of these programs presents a unique set of challenges. Issues related to evidence-based treatment practices as well as staff recruitment, training and retention combined with insufficient funding sources takes these challenges to a whole new level. This panel will discuss person centered and community focused strategies that have been used to promote positive quality of life in residential settings. Objective data and social validity measures used to evaluate the effectiveness of evidence-based practices will be described.

Autism Providers, BCBAs

Behavior analysts seek to identify factors that influence behavior, which enables them to predict future responses and develop therapeutic plans by which maladaptive behaviors can change. Usually behavioral science concentrates on environmental factors, but with the implicit understanding that the biology of the organism is critical for determining an individual’s responses to environmental events and the efficacy of consequences to reinforce or punish those responses. This presentation will provide an overview and examples of how genotype influences brain structure and function, thereby providing the canvas on which environmental conditions and outcomes can yield general behavioral effects, as well as providing the source of individual differences. Correlational and experimental techniques by which conclusions linking genes to behavior will be described and critically evaluated.

Behavior Analysts

Over the past few decades, there has been dramatic changes in work and educational systems. More and more companies are allowing employees to work remotely, schools are providing remote learning options, and learners enrolled in homeschool has increased substantially in the recent years. Although these changes often come with benefits, they also come with many challenges. One such challenge t is designing and delivering instruction to ensure individuals are learning, retaining, and effectively using necessary knowledge to succeed. This purpose of this panel is to discuss how to overcome common obstacles in teaching in current work and educational environments, how to effectively design instruction to meet the needs of your learners, and to discuss current obstacles that the audience are facing throughout the learning process.

This panel is for those who have a strong understanding of basic processes of learning and behavior. It will be helpful for the audience to understand basics of instructional design.